NAEYC Statement of Commitment

As an individual who works with young children, I, Nadia Karim, commit myself to
furthering the values of early childhood education as they are reflected in the ideals and
principles of the NAEYC Code of Ethical Conduct. To the best of my ability I will:
- Never harm children
- Ensure that programs for young children are based on current knowledge and
research of child development and early childhood education
- Respect and support families in their task of nurturing children
- Respect colleagues in early childhood care and education and support them in
maintaining the NAEYC Code of Ethical Conduct
- Serve as an advocate for children, their families, and their teachers in
community and society
- Stay informed of and maintain high standards of professional conduct
- Engage in an ongoing process of self-reflection, realizing that personal
characteristics, biases, and beliefs have an impact on children and families
- Be open to new ideas and be willing to learn from the suggestions of others
- Continue to learn, grow, and contribute as a professional
- Honor the ideals and principles of the NAEYC Code of Ethical Conduct
Ethical Responsibilities to Children
1. To be familiar with the knowledge base of early childhood care and education and

to stay informed through continuing education and training.

For Example, I should knowledge about the characteristics of students, how

to teach, and what to teach. I will have acquired this knowledge over many
years from personal experiences and formal education.
2. To base program practices upon current knowledge and research in the field of

early childhood education, child development, and related disciplines, as well as

on particular knowledge of each child.
For Example, Each child is unique, with an individual pattern and timing of growth, as well as
an individual personality, temperament, learning style, and family and life experiences. Age is
only a crude index of developmental maturity. Recognition that individual variation is expected
and valued requires that educators have high expectations and standards for all children, yet not to
rigid in the ways in which students reach these expectations. Group-nor expectancies can be
especially harmful for children with special learning and developmental needs.

Ethical Responsibilities to Families

1. To listen to families, acknowledge and build upon their strengths and

competencies, and learn from families as we support them in their task of

nurturing children.

For Example , Successful relationships focus on families strengths and a

shared commitment to the childs well-being and success. As
relationships between staff and families are strengthened, mutually
respectful partnerships are built. Strong partnerships with families
contribute to positive and lasting change for families and children.
2. To respect the dignity and preferences of each family and to make an effort to

learn about its struc- ture, culture, language, customs, and beliefs.
Is informed by current literature and interviews with families, people with a disability and
professionals. The concept of family life is central, and goes beyond the child or young
person and family themselves. It is them and everything that makes up their world: their
relationships, resources and daily lives; their culture, community and language; their
stressors, needs and tensions; their preferences, interests and priorities; their goals, hopes
and aspirations

3. To participate in building support networks for families by providing them

with opportunities to interact with program staff, other families, community

resources, and professional services.
4. To help family members enhance their under- standing of their children and

support the continuing development of their skills as parents.

Ethical Responsibilities to Colleagues

Carrying out the duties of their position

Complying with workplace rules, regulations, policies and

legislation

Informing the supervisor or manager of any discriminatory

behavior

Treating clients, coworkers and the public with respect and

dignity
ensuring that they do not participate in discriminatory conduct
based on a protected ground

Responsibilities to co-workers

1- 1To support co-workers in meeting their profes- sional needs and in their
professional development.
2- To accord co-workers due recognition of professional achievement.
Responsibilities to employers

1- To promote safe and healthy working condi- tions and policies that foster
mutual respect, coopera- tion, collaboration, competence, well-being,
confiden- tiality, and self-esteem in staff members.
2- To create and maintain a climate of trust and candor that will enable staff
to speak and act in the best interests of children, families, and the field of
early childhood care and education.
Responsibilities to employees
Ethical Responsibilities to Community and Society

The theory of social responsibility is built on a system of ethics, in

which decisions and actions must be ethically validated before
proceeding. If the action or decision causes harm to society or the
environment then it would be considered to be socially
irresponsible. Moral values that are inherent in society create a
distinction between right and wrong. In this way, social fairness is
believed (by most) to be in the right, but more frequently than
not this fairness is absent. Every individual has a responsibility
to act in manner that is beneficial to society and not solely to the
individual.
Individual

1- To provide the community with high-quality early childhood care and education
programs and services.
There are a large percentage of child care classrooms and family child
care homes that are of mediocre or poor quality. An alarming number of
infants and toddlers are found to be in unsafe settings. We know that
children in schools with fewer resources, a larger percentage of teachers
that are new or have emergency certificates, and lacking parental
involvement in their education are not receiving the excellent early
education they deserve.

Collective

1 promote cooperation among professionals and agencies and interdisciplinary

collaboration among professions concerned with addressing issues in the health,
education, and well-being of young children, their families, and their early
childhood educators.
2- To work through education, research, and advocacy toward an environmentally
safe world in which all children receive health care, food, and shelter; are
nurtured; and live free from violence in their home and their communities.

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